The professional identity of the Iranian teachers: a case of professional practices

References

• Abednia, A. 2012. “Teachers’ Professional Identity: Contributions of a Critical EFL Teacher Education Course in Iran.” Teaching and Teacher Education 28 (5): 706–717. doi:https://doi.org/10.1016/j.tate.2012.02.005.
   Web of Science ®Google Scholar
• Atai, M. R., and F. Mazlum. 2013. “English Language Teaching Curriculum in Iran: Planning and Practice.” The Curriculum Journal 24 (3): 389–411. doi:https://doi.org/10.1080/09585176.2012.744327.
   Google Scholar
• Ball, S. J., and I. Goodson. 1985. Teachers’ Lives and Careers. Lewes: Falmer Press.
   Google Scholar
• Baniasad-Azad, S., M. Tavakoli, and S. Ketabi. 2016. “EFL Teacher Education Programs in Iran: The Absence of Teachers’ Involvement.” Iranian Journal of Applied Linguistics 19 (2): 61–86. doi:https://doi.org/10.29252/ijal.19.2.61.
   Google Scholar
• Barth, R. 1990. Improving Schools from Within. San Francisco: Jossey-Bass.
   Google Scholar
• Behin, B., F. Esmaeili, and R. Asadollahi. 2018. “An English Teacher’s Professional Identity Development: The Effect of Educational Policies.” Journal of Modern Research in English Language Studies 5 (2): 19–40. doi:https://doi.org/10.30479/jmrels.2019.10271.1278.
   Google Scholar
• Beijaard, D., N. Verloop, and J. D. Vermunt. 2000. “Teachers’ Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective.” Teaching and Teacher Education 16 (7): 749–764. doi:https://doi.org/10.1016/S0742-051X(00)00023-8.
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:https://doi.org/10.1191/1478088706qp063oa.
   Google Scholar
• Brown, H. D. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy. 3rd ed. New York: Pearson Education.
   Google Scholar
• Bušljeta, R. 2013. “Effective Use of Teaching and Learning Resources.” Czech-Polish Historical and Pedagogical Journal 5 (2): 55–69. doi:https://doi.org/10.2478/cphpj-2013-0014.
   Google Scholar
• Canrinus, E. T., M. Helms-Lorenz, D. Beijaard, J. Buitink, and W. H. A. Hofman. 2012. “Self-Efficacy, Job Satisfaction, Motivation and Commitment: Exploring the Relationship Between Indicators of Teachers' Professional Identity.” European Journal of Psychology of Education 27 (1): 115–132.
   Web of Science ®Google Scholar
• Cheung, H. Y. 2008. “Measuring the Professional Identity of Hong Kong In-service Teachers.” Journal of In-service Education 34 (3): 375–390. doi:https://doi.org/10.1080/13674580802003060.
   Google Scholar
• Clement, M., and R. Vandenberghe. 2000. “Teachers’ Professional Development: A Solitary or Collegial (Ad)venture?” Teaching and Teacher Education 16 (1): 81–101. doi:https://doi.org/10.1016/S0742-051X(99)00051-7.
   Web of Science ®Google Scholar
• Cooper, K., and M. R. Olson. 1996. “The Multiple ‘I’s’ of Teacher Identity.” In Changing Research and Practice: Teachers’ Professionalism, Identities and Knowledge, edited by M. Kompf, W. R. Bond, D. Dworet, and R. T. Boak, 78–89. London/Washington, DC: Falmer Press.
   Google Scholar
• Creswell, J. W., V. L. Plano Clark, M. Gutmann, and W. Hanson. 2003. “Advanced Mixed Methods Research Designs.” In Handbook of Mixed Methods in Social and Behavioral Research, edited by A. Tashakkori and C. Teddlie, 209–240. Thousand Oaks, CA: Sage.
   Google Scholar
• Crosswell, L., and B. Elliott 2004. “Committed Teachers, Passionate Teachers: The Dimension of Passion Associated with Teacher Commitment and Engagement”. Paper presented at the Annual Conference of the Australian Association for Research in Education, November, in Melbourne, Australia. www.aare.edu.au/04pap/cro04237.pdf
   Google Scholar
• Cuban, L. 1988. The Managerial Imperative and the Practice of Leadership in Schools. Albany, NY: State University of New York Press.
   Google Scholar
• Darling-Hammond, L., and J. Bransford. 2005. Preparing Teachers for a Changing World. San Francisco: Jossey-Bass Education.
   Google Scholar
• Day, C., B. Elliot, and A. Kington. 2005. “Reform, Standards and Teacher Identity: Challenges of Sustaining Commitment.” Teaching and Teacher Education 21 (5): 563–577. doi:https://doi.org/10.1016/j.tate.2005.03.001.
   Web of Science ®Google Scholar
• Dörnyei, Z. 2007. Research Methods in Applied Linguistics. New York: Oxford University Press.
   Google Scholar
• Dörnyei, Z., and E. Ushioda. 2009. Motivation, Language Identity and the L2 Self. Bristol: British Library Cataloguing.
   Google Scholar
• Enyedy, N., J. Goldberg, and K. M. Welsh. 2005. “Complex Dilemmas of Identity and Practice.” Science Education 90 (1): 68–93. doi:https://doi.org/10.1002/sce.20096.
   Web of Science ®Google Scholar
• Epstein, J., and N. Jansorn. 2004. “School, Family, and Community Partnerships Link the Plan.” The Education Digest 69 (6): 19–23.
   Google Scholar
• Farhady, H., F. Sajadi Hezaveh, and H. Hedayati. 2010. “Reflections on Foreign Language Education in Iran.” The Electronic Journal for English as a Second Language 13 (4): 1–18.
   Google Scholar
• Freeman, D., and J. C. Richards. 1993. “Conceptions of Teaching and the Education of Second Language Teachers.” TESOL Quarterly 27 (2): 193–216.
   Web of Science ®Google Scholar
• Garcia, D., and C. Leiva. 2014. “Theorizing and Enacting Translanguaging for Social Justice.” In Heteroglossia as Practice and Pedagogy, edited by A. Blackledge and, and A. Greece, 199–216. Dordrecht: Springer.
   Google Scholar
• Ghanizadeh, A., and S. Abedi Ostad. 2016. “The Dynamism of Teachers’ Identity: The Case of Iranian EFL Teachers.” Sino-US English Teaching 13 (11): 831–841.
   Google Scholar
• Goodson, I. F., and A. L. Cole. 1994. “Exploring the Teacher’s Professional Knowledge: Constructing Identity and Community.” Teacher Education Quarterly 21 (1): 85–105.
   Google Scholar
• Han, Z. 2010. “On National Identity, Ethnic Identity and Cultural Identity – An Analysis and Reflection Based on Historical Philosophy.” Journal of Beijing Normal University (Social Science Edition) 1: 106–113.
   Google Scholar
• Hargreaves, D. H. 1980. “The Occupational Culture of Teaching.” In Teacher Strategies: Explorations in the Sociology of the School, edited by P. Woods, 125–148. London: Croom Helm.
   Google Scholar
• Hargreaves, A. 1998. “The Emotional Practice of Teaching.” Teaching and Teacher Education 14 (8): 835–854. doi:https://doi.org/10.1016/S0742-051X(98)00025-0.
   Web of Science ®Google Scholar
• Hargreaves, A. 2001. “The Emotional Geographies of Teachers’ Relations with Colleagues.” International Journal of Educational Research 35 (5): 503–527. doi:https://doi.org/10.1016/S0883-0355(02)00006-X.
   Google Scholar
• High Council of Cultural Revolution. 2002. Investigation of ELT Quality in Iran. Tehran: High Council of Cultural Revolution.
   Google Scholar
• Holland, D., W. Lachicotte, D. Skinner, and C. Caine. 1998. Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Hong, J. Y. 2010. “Pre-service and Beginning Teachers’ Professional Identity and Its Relation to Dropping Out of the Profession.” Teaching and Teacher Education 26 (8): 1530–1543. doi:https://doi.org/10.1016/j.tate.2010.06.003.
   Web of Science ®Google Scholar
• Hoover-Dempsey, K. V., J. M. T. Walker, H. M. Sandler, D. Whetsel, C. L. Green, A. S. Wilkins, and K. Closson. 2005. “Why Do Parents Become Involved? Research Findings and Implications.” The Elementary School Journal 106 (2): 105–130. doi:https://doi.org/10.1086/499194.
   Web of Science ®Google Scholar
• Ibarra, H. 1999. “Provisional Selves: Experimenting with Image and Identity in Professional Adaptation.” Administrative Science Quarterly 44 (4): 764–791. doi:https://doi.org/10.2307/2667055.
   Web of Science ®Google Scholar
• Isotalo, S. 2017. “Teachers Educators’ Professional Identity Formation in a Challenging Context: Experience from Eritrea.” Unpublished Thesis. University of Jyväskylä.
   Google Scholar
• Izadinia, M. 2014. “Teacher Educators’ Identity: A Review of Literature.” European Journal of Teacher Education 37 (4): 426–441.
   Web of Science ®Google Scholar
• Kelchtermans, G., and K. Ballet. 2002. “Micropolitical Literacy: Reconstructing a Neglected Dimension in Teacher Development.” International Journal of Educational Research 37 (8): 755–767. doi:https://doi.org/10.1016/S0883-0355(03)00069-7.
   Google Scholar
• Kerby, A. 1991. Narrative and the Self. Bloomington: Indiana University Press.
   Google Scholar
• Knowles, G. J. 1992. “Models for Understanding Pre-service and Beginning Teachers’ Biographies: Illustrations from Case Studies.” In Studying Teachers’ Lives, edited by I. F. Goodson, 99–152. London: Routledge.
   Google Scholar
• Korthagen, F. 2004. “In Search of the Essence of a Good Teacher: Toward a More Holistic Approach in Teacher Education.” Teaching and Teacher Education 20 (1): 77–97. doi:https://doi.org/10.1016/j.tate.2003.10.002.
   Web of Science ®Google Scholar
• Korthagen, F., and A. Vasalos. 2005. “Levels in Reflection: Core Reflection as a Means to Enhance Professional Development.” Teachers and Teaching: Theory and Practice 11 (1): 47–71. doi:https://doi.org/10.1080/1354060042000337093.
   Google Scholar
• Kotler, P., S. Jatusripitak, and S. Maesincee. 1997. The Marketing of Nation: A Strategic Approach to Building Nation Wealth. New York: Free Press.
   Google Scholar
• Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. London: Cambridge University Press.
   Google Scholar
• Little, J. W. 1990. “The Persistence of Privacy: Autonomy and Initiative in Teachers’ Professional Relations.” Teachers College Record 91 (4): 509–536. doi:https://doi.org/10.1177/016146819009100403.
   Web of Science ®Google Scholar
• Masoumpanah, Z., and G. R. Zarei. 2014. “EIL, Iranian Teachers’ Professional Identity and Perceptions of Professional Competence.” Procedia – Social and Behavioral Sciences 98 (6): 1100–1109. doi:https://doi.org/10.1016/j.sbspro.2014.03.522.
   Google Scholar
• Middleton, V. A. 2000. “A Community of Learners.” Educational Leadership 57 (8): 51–53.
   Web of Science ®Google Scholar
• Mirhosseini, S. A., and S. Khodakarami. 2016. “Aspects of “English Language Education Policies in Iran: ‘Our Own Beliefs’ or ‘Out of Who You Are’.” Journal of Multicultural Discourses 11 (3): 283–299. doi:https://doi.org/10.1080/17447143.2016.1217870.
   Web of Science ®Google Scholar
• Mirzaee, A., and M. Aliakbari. 2018. “They Now Respect Me and Send Me to the Best Schools!: Identity Construction of an Iranian EFL Teacher.” Critical Inquiry in Language Studies 15 (1): 21–42. doi:https://doi.org/10.1080/15427587.2017.1327794.
   Google Scholar
• Morse, J. M. 1991. “Approaches to Qualitative-quantitative Methodological Triangulation.” Nursing Research 40 (2): 120–123. doi:https://doi.org/10.1097/00006199-199103000-00014.
   PubMed Web of Science ®Google Scholar
• Mousapour, N. 2008. “Curriculum Planning in Contemporary Iran.” Quarterly Journal of Education 24 (4): 83–124.
   Google Scholar
• Nias, J. 1981. “Commitment and Motivation in Primary School Teachers.” Educational Review 33 (3): 181–190. doi:https://doi.org/10.1080/0013191810330302.
   Web of Science ®Google Scholar
• Nias, J. 1989. “Teaching and the Self.” In Perspective on Teacher Professional Identity, edited by M. L. Holly and C. S. McLoughlin, 151–171. London: Falmer Press.
   Google Scholar
• OECD (Organization for Economic Co-operation and Development). 2009. Creating Effective Teaching and Learning Environments: First Results from TALIS. Paris: OECD.
   Google Scholar
• Osborn, M. 2013. “England: Teachers’ Work under Conditions of Constraints.” Recherche et Formation 72 (72): 103–118. doi:https://doi.org/10.4000/rechercheformation.2049.
   Google Scholar
• Paris, C. 1993. Teacher Agency and Curriculum Making in Classrooms. New York: Teachers College Press.
   Google Scholar
• Pennington, M. C. 1999. “Rules to Break and Rules to Play By: Implications of Different Conceptions of Teaching for Language Teacher Development.” In Theory in Language Teacher Education, edited by H. Trappes-Lomax and I. McGrath, pp. 99–108. London: Longman.
   Google Scholar
• Pennington, M. C., and J. C. Richard. 2016. “Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors.” RELC Journal 47 (1): 5–23. doi:https://doi.org/10.1177/0033688216631219.
   Web of Science ®Google Scholar
• Polanyi, M. 1958. Personal Knowledge: Towards a Post-Critical Philosophy. New York: Harper Torchbooks.
   Google Scholar
• Retallick, J., and R. Butt. 2004. “Professional Well-being and Learning: A Study of Teacher-peer Workplace Relationships.” Journal of Educational Enquiry 5 (1): 85 99.
   Google Scholar
• Safari, P., and M. R. Pourhashemi. 2012. “Toward and Empowering Pedagogy: Is There Room for Critical Pedagogy in Educational System of Iran?” Theory and Practice in Language Studies 2 (12): 2548–2555. doi:https://doi.org/10.4304/tpls.2.12.2548-2555.
   Google Scholar
• Samuel, M. 2008. “Accountability to Whom? for What? Teacher Identity and the Force Field Model of Teacher Development.” Perspectives in Education 26 (2): 3–16.
   Web of Science ®Google Scholar
• Schussler, D. L. 2003. “Schools as Learning Communities: Unpacking the Concept.” Journal of School Leadership 13 (5): 498–528. doi:https://doi.org/10.1177/105268460301300501.
   Google Scholar
• Sfard, A., and A. Prusak. 2005. “Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity.” Educational Researcher 34 (4): 14–22. doi:https://doi.org/10.3102/0013189X034004014.
   Google Scholar
• Sikes, P. J., L. Measor, and P. Woods. 1985. Teacher Careers: Crises and Continuities. London: Falmer Press.
   Google Scholar
• Sparks, D., and N. Malkus 2015. “Public School Teacher Autonomy in the Classroom across School Years 2003–04, 2007–08, and 2011–12” (NCES 2015-089). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
   Google Scholar
• Supriadi, D. 1998. Mengangkat Citra dan Martabat Guru. Yogyakarta: Adicita Karya Nusa.
   Google Scholar
• Tajeddin, Z., and E. Khodarahimi 2012. “An Investigation into Iranian EFL Teachers’ Professional Identity and its Construction.” Masters thesis. Allameh Tabataba’i University, Iran.
   Google Scholar
• van der Want, A. C., P. J. den Brok, D. Beijaard, J. M. G. Brekelmans, L. Claessens, and H. J. M. Pennings. 2018. “Changes over Time in Teachers’ Interpersonal Role Identity.” Research Papers in Education 33 (3): 354–374. doi:https://doi.org/10.1080/02671522.2017.1302501.
   Web of Science ®Google Scholar
• Volkmann, M. J., and M. A. Anderson. 1998. “Creating Professional Identity: Dilemmas and Metaphors of a First-year Chemistry Teacher.” Science Education 82 (3): 293–310. doi:https://doi.org/10.1002/(SICI)1098-237X(199806)82:3<293::AID-SCE1>3.0.CO;2-7.
   Web of Science ®Google Scholar
• Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Woods, P. 1981. “Strategies, Commitment and Identity: Making and Breaking the Teacher Role.” In Schools, Teachers and Teaching, edited by L. Bartin and , and S. Walker, 283–302. Lewes: Falmer Press.
   Google Scholar
• Yousefi, M. R. 2014. “Challenges of the Educational System of Iran and Solutions to Address These Challenges.” Indian Journal of Fundamental and Applied Life Sciences. Online International Journal Available at http://www.cibtech.org/sp.ed/jls/2014/01/jls.htm
   Google Scholar
• Zahorik, J. A. 1986. “Acquiring Teaching Skills.” Journal of Teacher Education 37: 21–25.
   Web of Science ®Google Scholar
• Zainadiny Mofrad, E. 2016. “Exploring the Professional Identity of the Iranian English Teachers: The Case of English Institute of Iranshahr.” Theory and Practice in Language Studies 6 (4): 843–848. doi:https://doi.org/10.17507/tpls.0604.23.
   Google Scholar